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REPORT OF THE 


Nation-Wide Survey of Pupils’ Achievements 


In 


English Composition 


THROUGH THE USE OF THE 


Pressey Diagnostic Tests in English Composition: 


(a) Capitalization, 
(b) Punctuation, 


(c) Grammar, 
(d) Sentence Structure. 


NATION-WIDE MEDIANS (OVER 130,000 PUPILS FOR EACH TEST): 
GRADES 


7 8 ote Ci apa’ & | 12 

25 percentile 15.6 17.7 18.7 19.9 20.8 21.3 

Capitalization Median 18.8 20.6 21.5 22.8 23.3 23.8 
75 percentile 19.2 23.2 24.0 25.3 25.4 25.7 


25 percentile 7.3 9.2 10.2 12.9 14.7 16.0 


Punctuation Median 10.4 12.4 14.0 17.3 19.1 20.2 
75 percentile 13.1 16.8 18.3 21.3 22.7 22.5 
MEDIANS FOR 300 COLLEGE FRESHMEN 
RR INOS Pete cs is wis pics ae 5,570 t's We ss eM viene 8 23.4 
IPOH TLOU Mio keane ciclo Sate ce case wiateete alae 20.3 
CSESINTIA TM ale oie Balk os 0 Peek ea audse Smee 23.3 
Doncencoy Structured. jcc. lobe cas foe bei cote oheve 19.7 


LOUISIANA, TEXAS, AND VIRGINIA 


In these states there are but seven grades before the high 
school—eleven grades in all. In our report the high school grades 
are reported as grades eight, nine, ten and eleven. However, one 
city in Virginia reported scores for the twelfth grade and the 
medians for this city for this grade are given in the tabulations. 


In CANADA 


About 200 pupils in grades seven and eight were tested in a 
Canadian city, with the following results: 


GRADE 7 GRADE 8 
SPERPEMAEEECUOIS Tate wiciai wats ve de 260.0 sos 18.7 19.2 
PCC LION Deceit ctere:s, choise, 6.05.6 «ers 13.2 11.9 
CE ROUTE Tord op Lae ti <8 ae ee aaa 11.8 13.6 
Baentence SEructure: «1.» Fe a busiss.e was o's 12.0 14.7 
MEDIANS, GRADE SIX 
Capitalization ........ oe att anes tee pane teres 17.2 
ATIC LIA GIOI ate tere a eigis Ds Suro See eed 8.9 
STETLST Ne Regt oe 5 onto Pua pak = = es Pa 10.8 
RiGTILOnCOm OULU CUUEC Ly pies, Shue lal cles Ss, oust aside? ¢ shel 9.4 


7 8 9 10 11 12 
25 percentile 9.0 10.9 12.4 146 164 18.1 
Grammar Median 12.0 14.6 16.5 19.0 21.2 22.7 
75 percentile 15.6 18.5 21.2 24.9 23.4 25.0 
25 percentile 9.0 10.9 11.1 14.0 15.4 16.6 
Sentence Structure Median 17.8 13.6 15s 617.218.6195 


75 percentile 16.0 18.1 18.5 20.1 21.5 22.0 


EXTENT OF THE SURVEY 


The survey was conducted in every state in the Union, ex- 
cepting Nevada and the District of Columbia. Over 300,000 
pupils participated. All schools, however, did not send in their 
reports. Reports were received from all states, excepting Mary- 
land and Rhode Island. The total number of pupils’ scores re- 
ported is 131,858. , 

The participating schools were of all kinds—country schools, 
village, town, and city schools. In some cases all the schools of 
a county were tested. Thousands of pupils were tested in some 
of the big school systems. In one state, representative high 
schools of the entire state were tested by the State High School 
Supervisor. Schools in isolated communities, as well as schools in 
our largest cities, were tested—pupils of American birth and 
pupils of foreign birth. In fact, a greater variety of schools and 
pupils could not have been desired. 


MEDIANS FOR WHITE AND NEGRO SCHOOLS 


In one of the large middle-western city school systems, both 
the white and negro schools were tested, with the result that the 
white schools exceeded the negro schools by two to three points 
in every grade, 


PUBLIC SCHOOL PUBLISHING COMPANY 
BLOOMINGTON, ILLINOIS 


REPORT OF THE RETURNS FROM OVER 130,000 
PUPILS FROM THE NATION-WIDE SURVEY OF 
ACHIEVEMENTS IN ENGLISH COMPOSITION 


_ CONDUCTED THROUGH THE USE OF 
THE PRESSEY DIAGNOSTIC TESTS IN ENGLISH COMPOSITION 


The great nation-wide survey of pupils’ achieve- 
ments in English composition has. been accomplished. 
Over three hundred thousand pupils participated. Of 
these, we have received and tabulated the scores of over 
a hundred and thirty thousand pupils and the results 
are given herewith. 

This survey, which was one of the greatest of its 
kind ever undertaken, certainly can be pronounced a 
success. It is not only a success because of the many 
states and many pupils that participated, but also be- 
cause of certain facts concerning the schools of the 
nation as a whole which it brought out. 

The survey has enabled a direct comparison of the 
accomplishments of each. state in one of the most im- 
portant subjects of the school course—English composi- 
tion. It has also proved beyond a doubt that the schools 
of the nation are able and willing to co-operate in gen- 
eral educational endeavors. 

The survey has shown that the schools of the nation 
are deeply interested in the welfare of the millions of 
children placed in their care, that they are eager to avail 
themselves of every opportunity for more effectively 
discharging their duties toward both parent and child, 
and that the schools rejoice when an effort is made by 
some general agency to assist them in studying school 
conditions which they, independently, could not under- 
take. 

But the greatest benefits of the survey are derived 
by the individual schools, by the individual teachers, 
and by each pupil. 

To the individual school system, the survey has given 
state and national standards with which the schools can 
compare their own medians. To those schools which 
tested pupils in the upper grammar grades and in the 
high school, the survey has demonstrated the fact that 
an entire school system can ‘‘get together’’ in a com- 
parison of work of the elementary grades with that of 
the high school—that an entire school system can co- 
operate, very effectively and very beneficially, in a gen- 
eral testing movement. 

The survey has also shown the success with which 
standardized tests can be used in the study of educa- 
tional problems and it will no doubt be an impetus for 
the individual school systems to undertake similar sur- 
veys of their own in various fields. 

For the individual teacher, the tests have pointed out 
the abilities of each pupil in recognizing the common 
errors in capitalization, punctuation, grammar, and sen- 
tence structure. To some teachers, the facts revealed by 
the tests assisted in solving classroom problems, and to 
others it brought an awakening of the great deficiencies 
of many of the pupils in one or more phases of written 
work. But. to all teachers the tests have diagnosed the 
weaknesses of individual pupils and have been a definite 
guide for future instruction and remedial work. 

The individual pupil also has been aided by the tests. 
He discovered his own weaknesses in these subjects, and 


was shown the road which leads to better composition 
work. The pupil also realized that his scores on stand- 
ardized tests were ‘‘fair and square’’ and on an equal 
basis with the scores of other pupils, and if his score 
was low, he was inspired to equal at least the standard 
for his grade. 


REMEDIAL WORK 


However, the important outcome of the testing is not 
the comparison with norms merely, but the analysis of 
each test paper to determine the particular weaknesses 
of each pupil. This fact cannot be over-emphasized! 
Especially those schools, which exceeded the standard 
for their state or for the nation, should realize that there 
are pupils within their schools which need attention. 
Just because the eighth graders in the X School made a 
median score far beyond the standard, doesn’t mean 
that Johnny Smith and Rose Dooley, who made low 
scores, should be neglected. The brilliancy of their class 
doesn’t improve their knowledge of English. Johnny 
and Rose should be given special attention. Remedial 
instruction should be undertaken at once. And even the 
‘*star’’ pupils in the class very probably have at least 
a few difficulties which they should overcome. 

As a matter of fact, 100% perfection should be the 
goal of each pupil. All the material in the tests were 
selected as of importance—the errors which the pupils 
were to discover in the tests are errors which frequently 
occur in every-day written work. It is important that 
each error be overcome before the bad habit becomes 
fixed. Therefore, every pupil, who did not make a per- 
fect score on all four tests, needs training to overcome 
his particular types of errors. Pupils in the ninth grade 
and up should reach the goal of 100% perfection. 

Therefore, by all means the teachers and superin- 
tendents should not lose the value of the testing work 
by not analyzing the scores of the pupils, diagnosing 
their weaknesses and outlining definite remedial work. 

For this remedial work, teachers can use the Stu- 
dent’s Guide to Correctness in Written Work, by S. L. 
Pressey and F. R. Conkling. It contains all the im- 
portant rules for writing correct English. The rules are 
based upon an extended series of investigations in the 
field of composition. The Guide includes only the rules 
which are commonly broken and which it is therefore 
important that each pupil should know. If these rules 
are studied by each pupil and mastered, about nine- 
tenths of all mistakes made by the average person will 
be avoided. 


DETERMINING PUPILS’ PROGRESS 


After the remedial work has been carried out, the 
teacher can check-up the pupils’ progress by testing them 
with the second form of the Pressey Diagnostic Tests in 
English Composition. The results should show marked 
improvement in the work of each pupil. 

No doubt, the final conclusion of the superintendent, 
teacher, and pupil will be that the testing work and the 
remedial instruction have been of much value and haye 
resulted in a real and definite improvement in the com. 
position work of each pupil. - 


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MEDIAN SCORES FOR EACH STATE 


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Total.... 


—Less than 114% of all pupils reported made perfect scores, and not over 3% in grades XI and XII made perfect scores. 


NOTE 


How Asout Tus? 


An English teacher in a small community in a far- | 


western state, writes: 

“*T am sending herewith the report sheets on the 
Diagnostic Tests in English Composition. 

‘*T shall be much interested in seeing whether 
the tentative median scores for the various grades 
stay about the same or are decidedly altered as a 
result of having statistics from a greater number 
of schools. It seems to me that the scores for the 
various grades as given on the class report sheets 
indicates a most appalling condition. My boys and 
girls grow up here in our most isolated community 
(we are 100 miles from a railroad) and among 
people, who, tho of the finest type, utterly lack 
culture of a formal sort. We hear scarcely a sen- 
tence correctly spoken from one week’s end to an- 
other except in school. If these boys and girls can 
make the showing they did, with the faults of 
speech that I hear daily from them, then the gen- 
eral situation seems well-nigh hopeless. I had ex- 
pected my pupils to fall well below—as many of 
them did. I shall be anxious to hear.”’ 


Although our tentative standards were low in most 
eases, the medians for this school were above the new 
‘‘national standards’’ in several instances. 


WHAT ARE THE Facts? 

In answer to the foregoing letter, the facts seem to 
show that the size of a city or school did not appreciably 
effect a pupil’s score—that is, the medians of the schools 
in the larger cities did not exceed those of the smaller 
cities in all eases and vice versa. 


Human NATURE ? 


This from one of the letters transmitting the survey 
results: 


‘‘Owing to the immense amount of extra work in- 
volved, the teachers were informed that they might score 
the tests themselves, or closely supervise the correction 
by the children either with or without exchanging papers. 
A rather observing teacher tried the three methods. In 
all cases where she had made the corrections, medians 
fell reasonably near the norms; where children cor- 
rected their mate’s work, medians were higher; and 
where they corrected their own work medians were high- 
est of all.’’ 


HicH CorrELATION 


A supervising principal, who had charge of the sur- © 


vey in his schools, made a very careful analysis of the 
tests. The point scores of the four tests were totaled for 
each pupil and a graph showing the distribution was 
made. It was noticed that it was not a perfect normal 
distribution. ‘‘After noticing that the distribution was 
not exactly a perfect curve,’’ the supervising principal 
writes, ‘‘I began looking into the test itself and worked 
out a correlation between the even and odd scores of 
each pupil. This showed a very high correlation being 
.9268 with P.E. .0079. That of course leads me to be- 
lieve that the irregularity of the curve lies within our 
group and that a large sampling would show a normal 
curve. I am of the opinion that no test should be given 
to the public for permanent use unless it can show a 
high correlation as indicated by this one.’’ 


FOR USE AFTER THE SURVEY 


REMEDIAL WORK 


The Pressey Diagnostic Tests in English pointed out the weaknesses of each pupil. 


Remedial in- 


struction should be undertaken to overcome these difficulties; otherwise the greatest benefit of the survey 


will be lost. 
For this remedial work, we recommend 


\ 


The Student’s Guide to Correctness in Written Work. 
It. contains all the important rules for writing correct English and if the pupils master these rules 
they will avoid about nine-tenths of the errors made by the average person. 
Place a copy in the hands of each pupil! Each pupil can pay for his copy, if the school has no funds 
for the purpose. 
Price: Student’s Guide to Correctness in Written Work, $5.00 per hundred, plus transportation charges. 


T'ecacher’s Manual, Two furnished free with each one hundred Guides. 


Extra copies 5¢ each. 


FOLLOW-UP TEST 


After the remedial work, you will want to know just what effect it had on the pupils’ work. To 
determine the pupils’ progress, use form 2 of the Pressey Diagnostic Tests in English Composition. 


Prices: Pressey Diagnostic Tests in English Composition (either form 1 or form 2) : 


Capitalization, 75¢ per 100 copies, 
Punctuation, 75¢ per 100 copies, 
Grammar, $1.50 per 100 copies, 


Sentence Structure; $1.50 per 100 copies. 


Prices are f.o.b. Bloomington, Illinois. 
Sample set (all four tests) 15¢ postpaid. 


PUBLIC SCHOOL PUBLISHING COMPANY, 
BLOOMINGTON, ILLINOIS 


Paar we - 


Digitized by the Internet Archive 
in 2022 with funding from 
University of Illinois Uroana-Champaign 


https://archive.org/details/reportofnationwi00pub! 


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